In a recent study of Harvard University students, Richard Light documents that for the over 400 students he interviewed the “most important and memorable academic learning [occurs] . . . outside of classes.” His findings are not surprising. Evidence is mounting that courses and activities that link service and learning in some kind of reciprocal relationship with a community partner, allowing students to use their knowledge in service of others, are among the most effective and meaningful learning experiences. These experiences allow students to develop substantive field knowledge, hone their abilities in problem solving, and deepen their sense of social responsibility (Checkoway; Ehrlich; Giles and Eyler; Marcus, Howard, and King; Youniss and Yates). In this volume we invite readers to explore a number of models for such activities through a diverse and exciting conversation about service-learning in professional communication.